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.liANCASTERIAN GEOGRAPHY, 

DESIGNED FOR THE USE OF SCHOOLS, 



COBTDtrCTEW ON THE 



LANCASTERIANi OR MONITORIAL SYSTEiyi: 



^ ■ 



OF INSTRUCTION; 



t 



ACCOMPANIED BY A HYDRO-GEOGRAPHIC MAP, 

WHICH AT ONE VIEW EXHIBITS THE 

SEVERAL DIVISIONS OE 

LAND AND WATER, 

Bequired to be understood by the terms used in explairi^ 
ing the natural positions, or situations of places. 



BY CHARLES C. ANDREWS, 

Lancasterian Teacher, New-Yorkt 



' One may survey the whole earth, and all the seas that surround It^ 
in the mind ; just as they are presented to the eye 

CICERO 



VWWX-VWWVWXtVVV 

New- York , ^ ^ . 

PRINTED BY SAMUEL WOOdN^ SONS, 

NO, 261, PEARL-STRKJST' 

1820. 




£»^ 




SOUTHERN DISTRICT OF NEW- YORK, si 

BE IT REMEMBERED, That on the twenty -second day of March, 
j«o~c«.<:>,j jjj ^YiQ forty-fourth year of the Independence of the 
$ L. S. j United States of America, Charles C. Andrews, of the 
f<>..<>»^}said District, hath deposited in this office, the title of a 
book, the right whereof he claims as author and proprietor, in the 
iTords follow ing, to wit : 

" Lancasterian Geography, designed for the use of schools, cod- 
ducted on the Laneasterian, or Monitorial system of instruction ; ac- 
companied by a Hydro-Geographic Map, which exhibits the several 
divisions of land and water, required to be understood by the terms 
used in explaining the natural positions, or situations of places. 'By 
Charles C. Andrews, Laneasterian teacher, New- York." *' One 
may survey the whole earth and all the seas that surround it, in the 
mind ; jus t as they are presented to the eye. '* Cicero. 

In conformity to the Act of the Congress of the United States, en- 
titled, "An Act for the encouragement of Learning, by securing 
the copies of Maps, Charts, and Books to the authors and proprietors 
of such copies, during the time therein mentioned," And also to 
an Act, entitled*' An Act, supplementary to an Actj entitled an Act 
ibr the encouragement of Learning, by securing the copies of Maps» 
Charts, and Rooks to the authors and proprietors of such copies, 
during the times therein mentioned, and extending the benefits there- 
of to the arts of designing, engraving, and etching historical and 
mher pri«te.'» G. L THOMPSON^ 

ClDTk of the Southern Di»trict of New-York. 



/x 



^ 



ip 



^ PREFACE, 



Although the advantages resulting from the adoptiou 
©f the Lancasterian, or Monitorial system of instruction 
in this country, have already been great, yet it is pre- 
sumed, that still greater may reasonably be expected, by 
applying that system to some other branches besides 
reading, writing, and arithmetic, if iatrodueed and 
prosecHted with prudence and discretion. 

The introduction of Geography, as it is herein pro- 
posed, into a school conducted on the Lancasterian sys- 
tem, may, at first view, appear to some inconsistent with 
the original design of that plan; the object of which, 
was to impart in the most effectual and economical man- 
ner, elementary instruction to the poor. To the accom- 
plishment of this important object, it has been, and it 
still is believed to be admirably adapted 

Elementary instruction 's all that is designed by the 
following pages It will doubtle*!S be admitted howev- 
er, that Geography is at least one of the most useful 
branches of school learning ; and that it forms one of 
the principal items in the various courses of study in all 
^*ur respectable seminaries., Wkaiever, therefore, tcnd^s 



SO to simplify this subject as to accommodate the eapa-r 
city and opportunities of that portion of our youth, 
who have but little time to spend at school, will, it 19 
believed, receive the approbation of those who take 
pleasure in promoting useful knowledge. Again, if an 
acquaintance with this subject, as a science, is found to 
be indespensable in the higher circles of life, surely 
that benevolence and philanthropy which are hqippily 
so characteristic of the present day, will prompt us to 
bestow a small gleam of that light which shines with 
refulgence upon the wealthy and the wise, on those who 
are destined to occupy the humbler stations in society. 

It may not be improper here to remark, that there 
are indeed but few, if any situations in which we may 
be placed, in which so much knowledge of the subjectr 
of Geography as this litUe work is intended to convey, 
may be considered superfluous. 

The writer would here merely observe, that he has 
made an attempt, which, though an humble one, will,, 
he trusts, promote the cause of liberality to the poor, 
and hopes it will meet with the approbation and cn» 
couragement of all such as feel interested in the im- 
provement of the rising generation ; and especially of 
those, who are more immediately engaged in imparting 
instruction to the numerous youth, who are advancing 
so successfully iu the acquirement of useful learning, in 
the various large and respectable schools, conducted op. 
the Monitorial system, throughout the United State« 



PLAN. 

A GEOGRAPHY-CLASS may be formed of such 
boys (or girls) as have distinguished themselves 
10 their previous studies ; and it should be coa- 
sidered as an indulgence to allow them occasion- 
ally to pursue a study, which is rather above 
the common level of the school. 

This class, as those in other branches, may con- 
sist of several divisions, if the number require it* 
Ten is the number most suitable for a class, or a 
division of a class. 

The class being selected, the master superin- 
tends them until some boy among them becomes 
qualified to act as monitor ; then the boy is pro- 
moted to that office with some degree of ceremo- 
ny by the master. 

The principal object of this class is to learn 
(what in the opinion of the writer, every person 
that can read and write, ought to know) the 
meaning of the several geographical terms ; and 
»f the next class, to learn how to apply those 



terms to the map of the world, and the ditlierent I 
sections of it. 

The writer, in the course of his experience, ha§ 
found it most useful, first, to give the pupil a 
general knowledge of the subject, and then, to ^ 
descend to maps of particular countries. Indeed 
as soon as he has passed through the three 
classes herein proposed, he may be considered 
qualified to acquire an intimate knowledge of 
the map of his own, and other countries, without 
any further assistance from his preceptor. 

As the map accompanying this, exhibits the 
first principles of the subject in a clear, and to 
youth, a pleasing manner, it is presumed, that it 
is unnecessary to say any thing further than merer \ 
iy to describe the map. 



Description of the Map, 



ILLUSTRATIVE OF THE 



Geographical Terms, 



A piece of planfc of about two feet long, 
and one foot eight inches wide, is prepared 
by clamping the two ends t© prevent it 
from warping ; this being done, an ideal 
map^ is delineated with a pencil, showing 
Continents, Islands, Peninsulas, Isthmuses, 
Capes, &c. &c. Then, all the parts for the 



* A map of any knoivn place would be prefera- 
ble, were it not for the diflficulty of finding a place that 
would present all the required parts at one view. 

The map of Europe i« generally chosen as an elemen- 
tary map ; but the writer conceives that even that || 
not the best for Ms present purpose. 



8 



water must be hollowed out^ so as to admil 
water, which will then exhibit, in a very 
striking and natural manner, an Ocean, Sea, 
Lake, Gulf, Bay, Strait, River, Harbour, 
&c. The plank should be about two inch- 
es thick, and the hollow about one inch 
deep. On one part of the shore, a ledge 
of rocks extends a short distance, represent- 
ing a very dangerous place for ships to 
pass, and in the immediate vicinity of which, 
a Light House is situated. 

On the main land, and near the source 
of a large river, a range of mountains is rep- 
resented. Near the entrance of a harbour, 
a sand-bar or a sunken rock, may be indi- 
cated by a small cork Buoy, so fixed as to 
swim on the surface, when the map is filled 
with water. 

One of the Islands is used as a plug, by 
which the water is drained off. 

At the entrance of the strait, a fort is pla- 
ced, with a flag flying. All these give a 
very general view of things as they are. 



9 



The Equinoctial line is represented as pass- 
ing through the centre from east to west, 
and a Meridian line, from north to south, 
with the letters E. W. and N. S. at their 
respective extremities. North Latitude^ 
is printed m the side above, or north of the 
Equator ; and South Latitude, below it. 
East Longitude, is printed on the right, or 
east side of the meridian line, and West 
Longitude^ on the left^ or west side of it. 

FIRST CLASS. 

When all is ready, (the map being filled 
with water,) the class is assembled around 
it, and the firj^t boy is asked the question 

Q. What is a Continent ? 

A. A Continent is a great extent of land, 
comprehending several regions or countriesj 
without an entire separation of its parts by 
water, as is represented by this — moving 
fcis finger all over that part of the map which 
j-epresents a continent. 



10 



a* What is an Island ? 

2d boy, A. An Island is a smaller tract 
of land, which is entirely surrounded with 
water, as is represented by this — pointing 
to the Island, and then moving his finger 
in the water all round it. 

Q. What is a Peninsula ? 

3d boy, A. A Peninsula is a tract of land 
encompassed by wafer, except at one nar- 
row part, by which it is joined to the neigh- 
bouring continent — as is represented by thia 
—pointing to that part which represents 
the Peninsula — And when speaking of the 
water, he puts his finger into that part of it, 
which he is describing as nearly surround- 
ing the land. 

Q. What is an Isthmus ? 
. 4th bo}^, A. An Isthmus is a neck, or 
narrow part of land, which joins a peninsula 
to the continent^ — as is represented by this 
— pointing to that part which represents the 
Isthmus, and moving his finger to show how 
it connects the two bodies of land. 



11 



Q,. What is a Promontory ? 

5tfa boy, A. A Promontory is a high part 
of land which projects ioto the sea, and is 
commonly called a Cape, when it appears 
like a mountain, but when the extremity 
has a little elevation, it is termed a Point ; 
as ar^ represented by these — pointing to 
that part which is seen to project as a Cape 
and calling it a Cape or Promontory ; and 
then to that part which projects as a point 
and calling it so. 

Q. How is water divided ? 
6th boy, A. Water is divided into Oceans, 
Seas, Lakes, Gulfs, Bays, Straits, Channels, 
Roads, Rivers, Creeks, &c. Pointing with 
his finger into the water, to each part which 
represents the respective terms he is re- 
peating. 

Q. What is an Ocean ? 

7th boy, A. An Ocean is a large collec- 
tion of water without any separation of its 
parts by land — as is represented by this — 
holding his finger in that part of the water 



]^ 



^hich represents an Ocean, during the lim^ 
he is speaking of it. 

Q. WhatisaSea? 

8th boy, A. A Sea is a smaller collectiou 
of water which communicates with the O- 
cean, and is confined by land — as is repre- 
sented by this — putting his finger into that 
part of the water which represents a Sea. 

Q. What is a Lake ? 

9th boy, A. A Lake is a large collectioc 
of water, entirely surrounded by land — as 
is represented by this— putting his finger 
into that part which represents a Lake. 

Q. What is a Gulf? 

10th boy, Ae A Gulf or Bay, is part of 
the Ocean running up into the land, and sur- 
rounded by it, except at one part, where it 
communicates with the Ocean, as is repre* 
sented by this — moving his finger in that 
part of the water which represents a Gulf. 

Q. What is a Strait ? 

(This question is to be answered by the 
First boy, as each has already taken a part. 



13 



and they are all now ready for a sec0nd 
question.) 

1st boy, A. A Strait is a part of the 
Ocean restrained between two shores, and is 
the passage of water which joins a Gulf and 
Sea to each other, or to the Ocean, and is 
represented by this — showing with his fin- 
ger the connection of the waters, and how 
the Strait is formed by the land. 

Q. What is a Channel ? 

2d boy, A. A Channel is a narrow Sea, 
confined between an Island and a Continent, 
or between two Islands, as is represented by 
this — moving his finger in that part which 
represents a Channel. 

Q. What is a Road ? 

3d boy, A. A Road is a place upon any 
Coast, where there is good anchorage, and 
where the vessels are sheltered from the 
wind, as is represented by this — keeping his 
finger all the lime in that part of the water 
which he is describing. 

Q. What is a River ? - 



14 



4th boy, A. A River is a considerable 
currentof water, having its source in Springs, 
&c. Some proceed from mountainous re- 
gions, and others from low swampy grounds ; 
' — showing with his iSnger those parts 
about which he is speaking. 

Q. What is a Creek ? 
Y 5th boy, A. A Creek is a small inlef, and 
is always less than a bay or a gulf — pointing 
to that part which represents a Creek. 

Q. Have not these divisions of land and 
water some resemblance to each other ? 

6th boy, A. Yes : A Continent is similar 
in extent to an Ocean ; an Island encompas- 
sed by water, resembles a Lake, encompass- 
ed by land; a Peninsula of land, is like a 
Gulf, or inland sea ; an Isthmus, by whiqji^^ 
two bodies of land are joined, resembles a 
Strait, which unites two bodies of water ; 
and a Promontory or Cape of land, is like a 
Bay or creek of the sea. This must be done 
with expedition, the boy showing every part 
as he repeats iU 



15 



^. What is a Light-House, and what ii 
its use? 

7th boy, A. A Light-House is a high 
building, on the (op of which, lights are hung 
to guide ships passing near the coast ; as is 
represented by this — pointing to the Light- 
House. 

Q. What is the use of a Buoy ? 

8th boy, A. A Buoy is used as a mark 
to Pilots and Mariners, to warn them of 
dangerous pUces in the sea ; >ach a? sunk* 
en rocks, ehoah, &c — pointing to the dan- 
gerous sunken rock near the buoy. 

Q. What does this represent ? 
(pointing to the fort near the strait.) 

9th boy, A. That represents a fortifica- 
tion, which is intended to guard the en- 
trance of the Strait. 

The above examples it is presumed, are 
sufficiently illustrative of (he terms used in 
elementary geography. A pupil remains 
in this class until he can explain the whole 
with care and despatch, which, from the 



16 



pleasure and interest it is calculated to ex. 
cite, will be found in general, to require 
much less time, than at first view, may be 
imagined. Let it be observed that the same 
regulations will apply in this class, as are 
pursued in a spelling draught — viz. after the 
first boy has given a correct answer to the 
first question, the second boy repeats it af- 
ter him, before he (the second boy) has the 
second question put to him. If he cannot 
repeat it, then the next is required to do it ; 
if he succeed, he takes precedence of the 
second ; but if he miss, it is given to the 
fourth, and so on, till all have tried, and if 
all fail to answer, the first boy again repeat* 
it, and then all they who may have missed, 
must repeat it in succession. 

The same rule is observed with every 
question In the first class. 

When a pupil has acquired a thorough 
knowledge of all the terms comprehended in 
the exercises of the first class, he is reward- 
ed and promoted to the 



17 



SECOND CLASS. 

The exercises of the second class con- 
sist in applying the terms, explained in the 
first, to the map of the world. This class of 
consequence, must be furnished with a large 
map of the world, in addition to the map 
used in the first class. The former should 
be so suspended, that every part of it may 
be within the reach of each pupil. 

The business of this class is conducted in 
the following manner. 

The class is assembled in front of the Hy- 
drorGeographic Map, it being previously 
filled with water, as in the exercises of the 
first class. (The map of the world being 
fully in view.) Then the first boy, after de- 
scribing what a Continent is^ as in the 
first, is required in addition to show the va- 
rious Continents on the map of the world, 
with their respective boundaries. 

2* 



18 



The second boy pursues the same course 
respecting the Islands, &c. as the foUowing 
lessons will show. 

Q. Which are the Continents on the 
map of the world ? 

(First he explains what a Continent is 
and then says, "as North and South Ameri- 
ca, Europe, Asia, and Africa.") 

1st boy, A. America, originally called 
the New World, is divided into Norlh and 
South America ; the whole is bounded on 
the North by unknown land and water, on 
the South by the great South Sea, on the 
East, by the Atlantic Ocean, which sepa- 
rates it from Europe and Africa, and on the 
West by the Pacific Ocean, which sepa- 
rates it from Asia. Europe is bounded on 
the North by the Frozen Ocean, on the 
South by the Mediterranean Sea, which 
divides it from Africa, on the East by Asia, 
and on the west by the Atlantic Ocean- 
Asia is bounded on the North by the Fro- 



19 



2511 Ocean, on the South by the Indian O- 
cean, on the East by the Pacific Ocean, 
and on the Weat by Europe and Africa, 
Africa is bounded on the north by the 
Mediterranean Sea, and Strait of Gibraltar, 
which divides it from Europe, on the South 
by the Southern Ocean, on the East by the 
Isthmus of Suez, the Red Sea, and the In- 
dian Ocean, and on the West by the Atlan*- 
tic Ocean, which separates it from America. 

Q. Which are the principal Islands in 
the western hemisphere ? 

(The pupil after describing on the H. G. 
map the part relating to this and every other 

question, says, as naming the places on 

the map of the world. 

2d boy, A. Newfoundland, nearLabador; 
Long-Island, in New-York ; Cuba, St. Do- 
mingo, Jamaica, PortoRico, &c. in the West 
Indies ; New Zealand, New Caledonia, &c. 
in the South Pacific Ocean. 

There is also a vast number of other Isl- 



20 



ands of Kmaller size, which are nevertheleae 
of great importance ; such as the Azores, 
Cape Verd, Bahamas and Caribbee Isles, m 
the Atlantic Ocean ; and the Pacific Ocean 
contains the vast groups, called the Sand- 
which, GallipagoSj Friendly, Society Isles, 
Marquesas, &c, 

Q. Which are the principal Islands in 
the eastern hemisphere ? 

3d boy, A. The Island of Great Britain, 
(containing Eagland and Scotland,) and Ire- 
land. England is separated from France by 
the straits of Dover, and from Ireland by St, 
George's channel. Iceland near East 

Greenland, Spitsbergen and Nova Zembla, 
in the Arctic Ocean, Majorca, Sardinia, Cor- 
sica, Sicily, and Candia in the Mediterra- 
nean Sea ; Cyprus in the Levant ; Mada- 
gascar near Africa, in the Indian Ocean ; 
Ceylon, near Hindoostan ; Sumatra, Java, 
Borneo, New Guinea, &c. between New 
Holland and China, and New Holland, 



21 



which is the largest Island in the knowM 
world. 

The pupil points to every Island as he 
names it. 

Q,. Which are the principal Peninsulas 
in the world ? 

4th boy, A. Florida, Yucatan, California, 
and Alaska in America ; Spain, Italy, Jut- 
land, Morea and Crimea, &c. in Europe ; 
Hindoostan, Malacca, Corea, Kamschatka, 
&c. in Asia ; Africa presents no Peninsula 
of consequence, 

Q. Which are the principal Isthmuses 
on the map of the world ? 

5th boy, A. The Isthmus of Darien, 
which connects North and South America, 
and the Isthmus of Suez, which unites Ara- 
bia and Turkey in Asia. 

Q. Which are the principal Capes ? 
6th boy, A. Cape Farewell in West 
Greenland, Cape Malabar, Cape Ann, and 
Cape Cod, in the s'tate of Massachusetts;. 



22 



Cape May and Cape Henlopen, at the en- 
trance of Delaware Bay ; Cape Charles and 
Cape Henry at the entrance of Chesapeak 
Bay ; Cape Hatteras, Cape Look-out, and 
Cape Fear, in North Carohna ; Cape St. 
Roque, inBrasil; and Cape Horn at the 
southern extremity of South America : all 
these are in the Western Hemisphere. 

Cape North in Norway ; Cape Finisterre 
in Spain ; Cape St. Vincent in Portugal ; 
Cape of Good Hope at the southern ex- 
tremity of Africa ; and Cape Verd at the 
western extremity of Africa; are in the 
Eastern Hemisphere. 

Q. Which are the several Oceans on the 
map of (he world ? 

rth boy, A. The North Atlantic, South 
Atlantic, North Pacific, and South Pacific 
Oceans, comprehending those vast bodies 
of water, which separate the great eastern 
and western continents. The Arctic Ocean 



23 



lies north of the Arctic Circle, and the South- 
ern Ocean lies south of the Antarctic Circle. 

Q. Which are the principal Seas ? 

€th boy, A, The Caribbean Sea near 
the Gulf of Mexico, in the Western Hemis- 
phere. The North Sea, Baltic Sea, Med- 
iterranean Sea, Black Sea, Sea of Azof, Red 
Sea, Arabian Sea, Chinese Sea, Sea of Ja- 
pan, Sea of Okotsk, White Sea, Yellow 
Sea &c. in the Eastern Hemisphere. 

Q. Which are the principal Lakes ? 

9th boy, A. This great Western Conti- 
nent presents the most grand and extensive 
Lakes in the world. The first in magni- 
tude is Lake Superior ; the second is Lake 
Huron ; and the third is Lake Michigan. 
These three with their connecting Straits, 
form an extent of water of about 500 miles 
in length, and 180, at its greatest breadth ; 
and may justly be termed a great inland 
Sea. And, besides these, there are others 



fi4 



also of great extent and Importance, as Lake 

Erie, Lake Ontario, &c. 

Lakes Ladoga, Onega, and Baikal, in Rus- 
sia ; and Lakes Geneva, and Constance, ia 
Switzerland. The Caspian, and Aral, in 
Asia, though usually called Seas, are reallj 
Lakes* 

Q. Which are the principal Gulfs ? 

10th boy, A. The Gulf of St. Lawrence, 
the Gulf of Florida, the Gulf of Mexico, and 
the Gulf of California, in North Ameri- 
ca ; Gulf of Darien, Guayaquil and Chenos, 
in South America ; the Gulfs of Bothnia^ 
Finland, Venice, Genoa, and Taranto in 
Europe ; The Gulfs of Persia, Siam, Ton- 
kin, and Onadar in Asia ; the Gulf of Guin- 
ea, in Africa ; and the Gulf of Carpentaria, 
in New- Holland* 

Q. Which are the principal Bays ? 

1st boy, A. BaflSin's Bay, Hudson^s Bay, 
the Bay of Fundy, Massachusetts' Bay^ 
Delaware Bay, Chesapeak Bay and Bristol 
Bay in North America ; the Bay of Cam- 



25 



peachy, the Bay of Honduras, the Bay of 
Panama, the Bay of Buenaventura, and St. 
George's Bay in South America ; the Bay 
of Biscay in Europe, the Bay ofBengal in 
A#ia. 

Q. Which are the principal Straits ? 

2il boy, A, The Sfrail of B^^lisle, which 
seperates Labradore from Newfoundland ; 
Bhering's Strait, which separates the North 
West coast of North America from Asia ; 
the Strait of Magellan, which separates 
Patagonia from Terra del Fuego ; Cook's 
Strait which separates the two large Islands 
of New Zealand; the Strait of Dover, 
which separates England from France : the 
Strait of Gibraltar, which separates Spain 
from Africa ; the Strait of Babelmandel, 
which divides Africa from Arabia ; the 
Strait of Sunda, which divides Sumatra 
from Java ; the Strait of Corea, which sepa- 
rates Corea from Japan ; and Bass' Strait 
which separates Van Dicmen's land from 
New Holland. 



26 



Q. Which are the principal Channels ? 

3d boy, A. The British Channel be- 
tween England and France ; St. George'a 
Channel between England and Ireland ; 
Mozambique Channel between the Island of 
Madagascar and Africa ; and the Channel 
of Tartary, between Chinese Tartary and 
the Island of Jaghalien. 

Q. What are the names of the principal 
rivers in North America? 

4th boy, A. The most extensive rivers 
in North America, are the Mississippi, Mis- 
souri and Ohio, belonging to the United 
States ; the St. Lawrence, in British Ameri- 
ca ; and the Rio Bravo, Rio Colorado, and 
Rio Grande, &c. in the Spanish dominions 
in North America* 

The United States have many other riv 
ers of great commercial importance ; such 
as the Connecticut, Hudson, Mohawk, Dela- 
ware, Susquehannah, Potomac, JameS; 
York, and Savannah rivers, &c. 



27 



Q,. What are the names of the principal 
Rivers in South America ? 

5th boy, A. The Amazon is the largest 
river, not only in America, but in all the 
known world ; its length being v^stimated at 
2,300 American miles. The Oronoco, Rio 
de la Plata, and Rio Grande, &c. are also 
very extensive rivers. 

Q. What are the names of the principal 
Rivers in Europe ? 

6th boy, A. The largest and most exten- 
sive rivers in Europe, are the Volga, (of 
Wolga,) Don, Neiper, Niester, Danube, and 
the Rhine. The Volga, through a long 
space forms the boundary between Asia and 
Europe, and its comparative course is comr 
puled at about 1,700 miles. 

There are several other rivers in Europe, 
which, though comparatively small, are still 
of great commercial importance, such as (be 
Thames in England ; the Seine, Loire, 
Rhone, and Garonne in France ; the Dwina 



28 



in Russia ; the Ebro in Spain ; the Elbe in 
Germany, &c. 

Q. What are the names of the principal 
rivers in Asia? 

7th boy, A, The moat extensive rivers 
in Asia are, the Euphrates and Tigris in 
Turkey in Asia ; the Obe, Tenesei, and 
Lena, in Russian Asia ; the Hoan-Ho, and 
the Kian-Ku, in China ; the Ganges in Hin- 
doostan ; the Amur, in Chinese Tartary ; 
and the Irrawady, in the Birman Empire. 
All these, except the Tigris, which is 800 
miles long, have a comparative course of 
Diore than one thousand miles each* 

Q. What are the names of the principal 
rivers in Africa? 

8th boy, A. The principal rivers in Af- 
rica arc, the Nile, Niger, Gir, Senegal, 
Gambia, Zara, and the Sierra-Leone. The 
course of the Nile is computed to be 2,000 
English miles. 

Q,. Which are the principal mountains in 
North America f 



29 



9th boy, A. The most celebrated mounts 
ains in North America are, the Apalachian, 
which pass through the territory of the Uni- 
ted States, from south west, to north east. 
This chain, according to the best maps, ap- 
pears to extend 900 miles, a length unrivalled 
by any European mountains, except the 
Norwegian Alps. 

The different ridges which compose thi? 
immense range, have different names in the 
different States. 

The Allegany, which is the principal 
ridge, is descriptively called the Back-Bone 
of the United States. There are also the 
Stony Mountains, of great extent, lying in 
the north western part of the country. 

Q. Which are the principal Mountains in 

South America ? 

10th, boy, A. The Andes are the most 

lofty mountains in the Western Hemisphere. 

Their extent is also prodigious, stretching 

in one line through a space of not less than 

4,600 miles. Chimboraco, the highest of 
3* 



30 



these mountains, is computed to be 21, 470 
feet above Ihe level of the sea ; which is 
about 5000 feet, or one quarter higher than 
Mont Blanc, which is the highest in Eu- 
rope. 

Q. Which are the principal Mountains in 
Europe ? 

1st boy, A, The principal mountains in 
Europe, are the Alps, which separate Italy 
from Switzerland and France, and are the 
most celebrated in this quarter of the world. 
Mont Blanc, the highest of these mount- 
ains, is estimated at 15,662 feet above the 
level of the sea. 

The Pyrenees, which separate France 
from Spain ; the Carpathian, which bound 
Hungary on the north and east; the Kolen 
mountains, which extend between Norway 
and Sweden ; and the Uralian mountains 
which separate Europe from Asia. 

Q. Which are the principal Mountain? 
in Asia ? 



31 



2d boy, A. Caiica'^us between the Black 
and Caspian Seas, Ararat, a part of Mount 
Caucasus, Taurus, a chain of mountains 
which runs from Natolia to India ; the East 
and West Gants in Hindoostan, and Dhaw- 
alageir in Napaul, lately ascertained to be 
the hi'^rhest mountain yet known, measuring 
27,677 feet in height. Chimbora9o, the 
highest of the Andes measuring 21,470 feet, 
and Mont Blanc, the highest in Europe, 
15,662 feet. 

Q. Which are the principal mountains in 
Africa ? 

3d boy, A. The Atlas mountains are 
the most noted, extending from Morocco to 
Egypt, the mountains of the Moon, Sierra* 
Leone, or Lion's Mountains, &c. 

Q, Where are the principal Volcanoes, 
or Burning Mountains ? 

4th boy, A. The most formidable Volca- 
no yet known, is Mount Etna in Sicily, this 
mountain is 63 miles in circumference at ib^ 
base, and 10,954 feet in height. 



:i2 



History informs us of several terrible e- 
ruptions of this mountain ; the most dread- 
ful of these took place in the year 1763, 
when it was attended with an earthquake* 
which overturned the town of Catania, and 
buried 18,000 persons in its ruins. 

Vesuvius is another celebrated Volcano, 
It is situated in I*aly, six miles east of~Na- 
ples. This mountain is about 3,700 feet in 
height ; and, as well as Etna, sometimes e- 
mits great streams of lava, with violent ex- 
plosions, and all the other attendants of a 
mo?t formidable volcano. 

Mount Hecla in Iceland is also a Volca- 
no, which sometimes throws out sulphureous 
torrents, to the great terror of the inhabi- 
tants. The water in its neighbourhood is so 
heated by it, that the inhabitants boil theic 
provisions in it. 

Q. Point out some of the mountains men- 
tioned in the Scriptures. 

5th boy, A. Mount Sinai in Arabia Pe- 
traea — a peninsula formed by the two arras 



33 



of the Red Sea, Here the Law (or Te» 
Commands) was given to Moses. Mount 
Lebanon, which lies in the south of Syria — 
from this mountain, it is said that Solomon 
procured the vast quantity of cedar, used 
in building the Temple. And Mount Ara- 
rat which lies towards the east of Armenia, 
is that on which Noah's ark rested after the 
great deluge. 

Thus it will be observed that all the terms 
(of importance,) used and explained in the 
first class, have been, in the second, appli- 
ed ; it only remains now to show, when a 
pupil may be considered qualified for pro- 
motion from this, to the third class. He 
must have a thorough knowledge of all the 
pr^^ceding exercises of this class ; and he 
must be able to delineate with tolerable ex^ 
actness a map of the world. This he is 
taught to execute in the following manner. 

A board must be prepared, (painted 
black) large enough to admit two circles, 
each three f«et in diameter ; these circles 



34 



are painfcd whUe, and in a possition similar 
to the usual manner of exhibiting a map of 
the world. 

The candidate for promotion is required 
to sketch off, wi(h white chalk, (or Crayon) 
first, the Continents, Peninsulas, Isthmuses, 
Islands &c. of the Western Hemisphere : ^ 
and then the Eastern, which he must do 
without having any copy then before him. 
This he is expected to be capable of per- 
forming, having had frequent opportunities 
of obsierving the relative situations of coun- 
tries, &c. through the course of lessons in 
this class. He first begins by drawing a 
line through the centre to represent the 
Equator, and marks 0, at each extremity ; 
the right hand extremity, he understands to 
be East, and the left band, West, in each 
circle or hemisphere ; he therefore, writes 



* It may be proper here to remark, that the Eastern 
Hemisphere should be considered Jirst in Geographical 
order ; but in the present case we prefer drawing the 
attention of the American youth, first to the form &c. 
of the hemisphere which contains their ovrn country. 



35 



E and W, showing the East and West 
points, on the outside of the 0. He then 
draws another line which intersects the cen | 
tre of the Equator at right angles, for a me- 
ridian line, and marks 90, (meaning 90 de- 
grees,) at each extremity. Over the upper 
90, he marks N, and under the lower 90, he 
marks S. which letters, viz. E, W, N, & S, 
he understands to represant the four cardi- 
nal points — East, West, North, and South. 

He now takes his dividers, and marks off 
into nine equal parts, the space between the 
Equator and the North Pole. At each of 
these marks he writes on the outer edge of 
the circle, the correspondent number, (See 
plate page 33,) as 10, 20, 30, &c. up to the 
90 : he therefore, understands that these 
marks are ten degrees apart. 

He also does the same from the Equator 
to the South Pole, and from the South Pole, 
back to the Equator, on the opposite side ; 
and thence up to the North Pole. He then 
has the four quadrants of the circle (or the 



36 



four quarters of the hemisphere,) marked 
off by lens, into ninety degrees each ; these 
four nineties, he finds amount to 360 degrees, 
which he understands to be the measure of 
the circumference of the earth. He is next 
required to 

DESCRIBE THE DIFFERENT ZONES. 

. That the pupil may be able to effect this 
operation with greater precision, it will be 
necessary that the point at which the 
Arctic Circle will cut the right lined meridian 
and at which it will touch the circumference 
be ascertained ; and their distances from 
the north and south poles, previously meas- 
ured and marked, as in plate a, 6, c This 
will serve to direct the pupil in forming the 
curve lines. The same method may be a- 
dopted to guide him in forming the tropics. 
See plate d, c, /. 

He draws, therefore, a curve line from the 
point a, to 6, and a similar one from fc, to c ; 
the whole line from a, to c, he calb the Arc- 



37 



tic circle, and is 23|^ degrees (nearly) from 
the north pole. (If he begins, as it is prop- 
er he should, from the north pole.) The 
space between this and the north pole, he 
calls the North Frigid Zone. 

Then he takes a piece of red chalk,"^ (or 
<:rayon) and draws a curve line from the 
point d to e, and a similar one from e to/, 
the whole of the line from d to /, he calls 
the Tropic of Cancer, and is 28^ degrees 
north of the Equator, the space between 
which, and the Arctic Circle, he says is the 
North Temperate Zone. 

He next draws a curve line from the point 
g to fc, and a similar one from A to i ; the 
whole line from g to i, he calls the Tropic 
of Capricorn ; the space between which, and 
the Tropic of Cancer, he says is the Tor- 
rid Zone, with the Equator running through 
its centre. He also understands that the 



* The red colour is intended raenily to distinguish 
the two Tropical lines, as the bgundaries of the Torrid 
or burning Zone. 



38 



Tropic of Capricorn, as well as the Tropic 
of Cancer, is 23^ degrees from the Equator, 
observing that the former is south of the 
Equator, and the latter norlh of it. 

Lastly, he draws a curve line from the 
point k to If and a similar one from I to m; 
the whole line from k to m, he calls the An- 
tarctic Circle ; the space between which and 
the Tropic of Capricorn, he calls the South 
Temperate Zone ; and the space between 
the Antarctic Circle and the South Pole, he 
calls the South Frigid Zone. He alao un- 
derstands that the Antarctic Circle is 23| 
degrees (nearly) from the South Pole. 

These lines will greatly aid the pupil in 
delineating the other parts of the map, as 
they will enable him to define the situations, 
extent, shape &c. of the Continents, Islaads, 
<fec. throughout the whole. 

The Meridian lines, as well as the Paral- 
lels, might also have been introduced here, 
but they were omitted for fear of perplexing 
the pupil in the operation. 



39 



It is proper hovrever, to have them ex- 
plained, and (hey will be, in the third class. 

When the Zones are all defined by their 
respective boundary lines, the outlines of 
the Western hemisphere are to be drawn 
with as much exactness and expedition as 
possible^ The pupil begins at about two 
degrees north ot the Arctic Circle, and 
sketches oflf that part of the Greenland 
coast, which lies in this hemisphere, and 
carefully forms Baffin's, Hudson's, and 
James' Bays: the northern and eastern 
coasts of Labradore, to the Gulf of, and to 
the river St. Lawrence; then the eastern 
coast of the United States, carefully observ- 
ing the different bays, principal rivers, 
capes &LC. along this coast, down to East 
Florida. 

He then forms the gulf of Mexico, and 
thence downwards, forms the Northern and 
Eastern coasts of South America, to the 
great Amazonian river, proceeding: eastward 
to Cape St. Roque, then south to Patagonia, 
observing the relative situations of the sever. 



4() 



al large rivers between this and St Roque. 
He then passess up, or north, and foroas the 
coast of Chili and Peru, and after delinea- 
ting the Isthmuses, which unites the two 
great countries of North and South Ameri- 
ca, he describes the gulf of California ; the 
western and north western coast of North 
America, to Bherring's strait ; forms Ice 
Cape, which terminates the north western 
boundary of this interesting and vast conti- 
nent. Kamtschatka being so represented 
as to form Bherring's strait. 

The principal Islands are to be placed as 
nearly as possible, in their proper situations. 

As Iceland, near Greenland ; New-Found- 
land, near the gulf of St* Lawrence ; Cuba, 
St. Domingo, Jamaica, &c. which lie be^. 
tween North and South America, near the 
gulf of Mexico ; Terra del Fuego, near 
Patagonia, New Zealand, New Caledonia 
&c. in the Pacific Ocean ; and to show the 
situations of the most important, single, or 
groups of smaller Islands, as the Azores, 
Bermudas, Bahama, Caribbee and Cap^* 



41 



Verd Isles in the North Atlantic Ocean ; 
Falkland Isles, Isle of Georgia &c. in the 
South Atlantic. 

Fox Isles, andBandwich Isles, &c, in the 
North Pacific ; Marquesas, Society Isles, 
and Friendly Isles, Szc. in the South Pacific 
Ocean. 

His next object is to describe the most 
noted mountains. Rivers, and Lakes in 
North and South America, and as nearly 
as possible to bound and name the different 
sections of countries, which belong to the 
different nations. 

MOUNTAINS. 

The Apalachian mountains, which run 

through the United States, from southwest, 

to north east; and the Stony mountains, 

which run from New Mexico in the south, 

to the Indian country on the west of Slave 

Lake in the north part of North America ; 

and the Andes which run through the whole 

extent of the western part of South Ameri- 
ca, 



42 



RIVERS. 

The rivers St. Lawrence, Mississippi, 
Missouri, Ohio, Rio Bravo, &c. in North 
America ; and Oronoco, Amazon, Rio 
Grande, Rio de la Plata, &Ct in South A^^ 
merica. 

LAKES. 

Slave Lake, Winnipeg Lake, Lakes Su- 
perior, Michigan, Huron, Erie, and Ontario 
in North America ; and Lake Parime in 
South America. 

EASTERN HEMISPHERE. 

After the pupil has satisfactorily sketch- 
ed off the western, the eastern hemisphere 
h to be done in a similar manner. He there- 
fore begins about one degree north of the 
Arctic Circle, and sketches dff the northern 
boundary of the Russian Empire ; and to the 
best of hlB abilities, shows the Geographic; 



43 



al connection between the different king- 
doms, Empires, States, &c. as between 
Russia and Norway, Sweden and Lapland> 
Prussia, Denmark, Netherlands, France, 
Spain, Portugal, Italy, Turkey, Africa* 
Arabia, Persia, Hindoostan, Birman Em- 
pire, China, Tartary, &c. &c. This being 
done, he will be able to place the Islands in, 
or near their proper situations : (the princi- 
pal ones only are intended to be shown,) as 
Great Britain, Iceland, (that part which lies 
in this hemisphere,) Sp5tzbergen, Nova 
Zembia ^c. in the Atlantic and Arctic 0« 
ceans ; Majorca, Corsica, Sardinia, Sicily, 
Candia and Cyprus in the Mediterranean 
Sea. Madagascar, Ceylon, Sumatra, Java, 
Borneo, New Holland, New Guinea, Celebes, 
Japan, Szc. in the Indian and Pacific O- 
eeans; and to show the relative situations 
of the smaller Islands which, in a commer- 
cial or political point of view, may be con- 
sidered of consequence, as the Maderia 



44 



and Canary Isles, Elba, St. Helena, Malta, 
&c. 

His next object is to show, as nearly aa 
possible, the boundary of each Kingdom, 
Empire, &c. bordering on the sea coasts, 
and also the inland countries, and readily to 
name them all. Lastly, he will describe 
the most noted mountains, rivers, lakes, as 
it regards their size, in this hemisphere. 

MOUNTAINS. 

The Alpine mountains, which separate 
Italy from Switzerland and France, Pyre- 
nean mountains, which separate France from 
Spain ; Kolenian mountains, between Nor- 
way and Sweden ; Uralian mountains, which 
separate Europe from Asia ; the Caucasiaa 
mountains, and especially the great mount- 
ain in Napaul in Asia called Dhawalageri, 
lately discovered to be the highest mountain 
in the world ; the Atlas mountains in Afri- 
ca. &c. 



45 

RIVERS. 

The Volga which separates Europe from 
Asia ; the Euphrates in Turkey ; the Gan- 
ges in India ; the Amur, near the channel 
of Tartary ; the Hoang-Ho, Kiang Ku, &c. 
in China, the Nile, Senegal, &c. in Africa, 

LAKES. 

Ladoga, Onega, and Baikal lakes in Rus- 
sia ; lake Geneva, &c. in Switzerland. 

The pupil having performed his task of 
sketching off the two hemispheres to the 
satisfaction of his preceptor, is not only en- 
titled to the promotion to which he is so 
laudably aspiring, but is also worthy of that 
commendation and reward which merit sel- 
dom fails to acquire. He is therefore re- 
warded and promoted, with suitable cere- 
mony to the 

THIRD CLASS. 

It is intended that the exercises of the 
third class shall comprise those lessons, 



46 



which are calculated to convey to the mind 
of the pupil, such a knowledge of the sub- 
ject in hand, as will, when connected with 
the matter contained in those of the First 
and Second classes, make up all that is con- 
sidered expedient to be introduced into a 
school conducted upon the Monitorial Sys- 
tem. 

Let it be understood however, that the 
writer would by no means, propose this as a 
limit over which individual genius and tal- 
ent may not pass, when other circumstan- 
ces may be found to justify a further pro- 
gress ; but as a general rule, it will perhaps 
be found, that enough of the subject is here 
presented for common purposes ; and an 
acquaintance with it even thus far, may, it 
is presumed, be considerd no unimportant 
acquisition, especially to the description of 
children, of which the schools are generally 
composed ; and for whose use, particularly, 
this compilation is intended. 

Having in the First Class, given the 
meaning of the terms used in describing the 



47 



geographical figure of places; and in the Se- 
cond Class, shown the different countries 
&c, to which such figures are applicable ; 
we shall proceed to explain to the pupil the 
names and uses of the lines drawn on the 
printed map of the world. He is already 
acquainted with the lines, which bound the 
different Zones; he will, Ihrefore, imme- 
diately proceed to the others. 

The same method will be pursued in this 
class, as was in the First and Second : viz. 
to instruct by way of question and answer^ 

EdlTATOR. 

Q. What IS meant by the Equator? 

1st boy, A. The Equator, (pointing to 
it,) is a great circle of the earth, equi-dis- 
tant from the poles, and divides the globe 
into two hemispheres, northern and souths 
ern. 

The latitudes of places are counted from 
the equator, northward and southward, and 
the longitudes of places are reckoned upon 
it, eastward and westward. 



48 

MERIDIAI^S. 

Q. What are Meridians ? 

2d boy, A. Meridians, or lines of longi- 
tude, (pointing to them,) are semi-circles, 
extending from the north pole to the south 
pole, and cutting the equator at right angles. 

Every place and every person, has a me- 
ridian, which is the line passing through or 
over the place or person, from the north 
pole to the sou{h pole. 

PARALLELS OF LATITUDE. 

Q, Whit are Parallels of Latitude ? 

3d boy, A. Parallels of Latitude, (point- 
ing to them,) are lines drawn on the map of 
the world, and on maps of any quarter of 
the world ; as also on the terrestrial globe, 
which distinguish the latitudes of places, 
and are always parallel to each other, and 
to the equator. 

LATITUDE. 
Q. What is Latitude? 
4th boy^ A. The Latitude of a place, is 



49 



its distance from the equator, either north 
or south. 

LONGITUDE. 

Q. What is Longitude ? 
5th boy, A. The Longitude of a place is the 
distance of the meridian of that place, from 
the first meridian, reckoned in degrees, and 
parts of a degree on the equator. 

Longitude is either east or west, accord* 
ing as the place is either eastward or west- 
ward of the first meridian. 

The greatest longitude that a place can 
have is 180 degrees, or half the circumfer- 
ence of the globe. 

FIRST MERIDIAK 

Q. What is meant by the First Meridian ? 

6th boy, A. The First Meridian is that, 
from which geographers begin to count the 
longitude of places. Thus, in the United 
States of America, we reckon our longitude 
from Washington ; the English reckon 



so 



theirs from Greenwich ; (near London;) the 
French from Paris, &c. Most maps how. 
ever, printed in the English language, have 
the first meridian reckoned from Greenwich, 
for the sake of greater uniformity. 

Q. How do you find the latitude of any 
place when the equator is in the map ? 

7th boy, A. On each side of the map, 
I observe that the figures showing the lati- 
tude to which each parallel line directs, in- 
crease from the equator, both north and 
south, and that these parallels run (gener- 
ally) through every ten degrees; that be- 
tween these, the map is graduated by other 
marks, called degrees ; I therefore, put 
one foot of the compasses on the place^ and 
the other on the nearest parallel line to it, 
and carry them in that possition to either 
side of the map ; then the foot, which an- 
swers for the place, will show the latitude 
by the figures which denote the degrees of 
latitude* 



51 

EXAMPLES. 

a. What IS the latitude of Cape Verd? 

8)hboy, A. By measuring I find that 
cape Verd lies nearly five degrees above 
the first parallel line, north of the equator ; 
therefore, it must be in about 14| degrees 
of north latitude* 

Q. What is the latitude of the Island of 
St. Helena ? 

9th boy, A. By placing one foot of my 
compasses on the first parallel line below, 
(or south of) the equator, and the other foot 
on St. Helena, and following the line with 
my compasses in that possliion to the west- 
ern (or left) side of the map, I find that the 
foot that was on St. Helena, now reaches to 
the I6th degree below the equator ; there- 
fore, the Inland of St. Helena must be in 
about 16 degrees of south latitude. 

Q. How do you find the latitude of a 
place on a map that has not the equator on 
it? 



52 



iOth boy, A. I observe whether the fig- 
ures on the sides of the map increase from 
the bottom, or from the top ; if they increase 
from the bottom, then the figure which shows 
the lowest number of degrees, and all above 
if, are in north Latitude ; but if they in- 
crease from the fop, then the figure which 
shows the lowest number of degrees, and all 
below it, are in south latitude. 

EXAMPLE. 

d. What is the latitude of the City 
of New-York, on the map of the United 
Stales ? 

Ist boy, A. I observe that the figures on 
the sides of this map increase from the bot- 
tom, or (which is the same thing) that they 
ascend ; therefore, I conclude that it is all 
in north latitude, because it is above the 
equator. The city of New-York lies near- 
ly one degree above the 40th ; consequently 
I judge it must be in about 40f degrees of 
north latitude. 



53 



Q,. How do you find the longitude of a 
place on a map that contains the first merid- 
ian T 

2d boy, A . If the place is to the right 
of the first meridian, it is in east longitude ; 
if to the leftj it is in west longitude. I first 
notice the two meridians between which the 
place lies, and then place one foot of the 
compasses on the nearest meridian, and the 
other on the place itself ; and keeping the 
compasses open the same proportionate 
distance between the two meridians, follow- 
ing the line to the top or bottom of the map, 
where the figures denote the degrees of lon- 
gitude ; and the foot which answers for the 
place, will show the degrees either to the 
rights which is east, or left^ which is west, 
of the first meridian. 

EXAMPLE. 

Q. What is the longitude of the City of 
Rome in Italy ? 



54 



3d boy, A. To find this, I place one 
foot of the compasses on the meridian line 
nearest to Rome, and the other on the place 
itself; and keeping the compasses open at 
the same proportionate distance between 
the two meridians, follow the line down to 
the bottom of the map, where the degrees 
of longitude are marked ; I find that the foot 
of the compasses answering for the place, 
now reaches to about 12^ degrees to the 
right, or east of the first meridian ; I there- 
fore conclude that the City of Rome lies in 
about 12i degrees of east longitude. 

Q. How do you find the longitude of a 
place on a map that does not contain the 
first meridian ? 

4th boy, A. I first notice whether the 
figures at the top and bottom of the map, 
which denote the longitude, commence from 
the right or left side, for if they commence 
from the right, then the lowest number on 
the right, and all to the left of it are in west 
longitude; but if they commence from the 



55 



left, then the lowest number on the left, and 
all to the right of it are in east longitude. 

EXAMPLE. 

Q. What is the longitude of the City of 
Philadelphia (the first meridian in this, as 
well as in every other example, being reck- 
oned from Greenwich) on the map of the 
United States ? 

5th boy, A. I find that the figures at the 
top and bottom of this map which denote 
the longitude, commence from the right? 
therefore, it must all be in west longitude. 

I now place one foot of the compasses on 
the meridian line nearest to the place, and 
the other foot on the place itself, and, keep- 
ing the compasses open at the same propor- 
tionate distance between the two meridian 
lines, I follow the line to the top of the map. 
I now find that the foot, which answers for 
the place, reaches to the 75th degree ; I 
therefore conclude that the cityof Phdad^r 



56 



phia lies in about 75 degrees of west longi- 
tude. 

Q. By having the latitude and longitude 
given, how will you find the place ? 

6th boy, A. I observe the same rule to 
find the latitude as if that were the only ques- 
tion, and the 8?me in respect to the longi- 
^ tnde ; noticing, however, where the one in- 
tersects the other, for that must be the place 
required. 

EXAMPLE. 

Q. What is the name of that place, the 
latitude of which is 42^ north, and longitude 
71 west ? 

7th boy, A. To find this, I place one 
one foot of the compasses on the parallel 
line of 42 north, allowing also the fourth of a 
degree above the 42; then I take another 
pair of compasses and placing one foot on 
the meridian nearest to the 71, and the oth- 
er on the 71, I move each hand until the 



57 



foot, denoting the 71 of longitude meeiai, or 
comes in contact with the foot of the other 
compasses, which denotes the 42^1^ of lati- 
tude ; the spot where these meet is the 
place required ; which I find to be Boston, 
in the State of Massachusetts. 

A great variety of useful and entertaining 
questions might have been added, but as 
they can be supplied at pleasure by the 
teacher, varying them, according to the ca- 
pacity and opportunity of the pupil ; we 
shall not unnecessarily swell this little com- 
pendium, but merely conclude by giving a 
list of the States, Districts and Territories 
in the United States, with the seat of gov- 
ernment in each state, &c. 

States. Seats of Governments 

Maine, - - Portland, 

Vermont, - - Montpelier, 

Rhode-Island, - Providence, 

New-Hampshire, Concord, 

Massachusetts, - BostoUj 



58 



States. 

Connecticut, 

New-York, 

New-Jersey, 

Pennsylvania, 

Maryland, 

Virginia, - 

Delaware, 

North Carolina, 

South Carolina, 

Georgia, 

Ohio, 

Kentucky, 

Illinois, 

Louisiana, 

Missouri, 

Alabama, - 

Indiana, 

Tennessee, 

Mississippi, 



Seats of Government. 

Hartford & New Ha- 

yen alternately, 
Albany, 
Trenton, 
Harriaburg, 
Annapolis, 
Richmond^ 
Dover, 
Raleigh, 
Columbia, 
MilledgeviHe, 
Columbus, 
Lexington, 
Vandalia, 
New Orleans, 
Not yet determined, 
Huntsvilie, 
Not yet determined, 
Nashville, 
Natchez. 



Territories. 

Michigan, - Detroit, 

Northwestern Teritory. 

District. 

Columbia, - Washington, which 

also is the Capital of the United States, 



FINIS. 



RECOMMEND! TIONS. 

New-York March Srth, 1820. 
We have read a manuscript, brought to us by Charles 
C. Andrews, Lancasterian Teacher in this City, on the 
subject of Geography ; and we have seen a piece of ap- 
paratus,called by him,the Hydro-Geographic Map. They 
both appear well adapted to impart instruction in aa 
agreeable and easy manner, to children and young per- 
sons, concerning the terraqueous globe. The former is 
executed with judgment ; and the latter is quite an im- 
provement. We are therefore, inclined to hope that 
their introductron into elementary schools, will facili- 
tate the study of one of the most useful, pleasing and 
correct of the sciences. 

SAMUEL L. MITCHEL, 

Professor &c. in the University; 
JOHN GRISCOM, 

Professor of Chemistry and Natural Phil, kc, 
P. WILSON, 
Professor of Rhetoric, Belleslettres &c. Col. College, 
THOMAS EDDY, 
SAMUEL STEPHENS, 

Broad-street Academy, 
M. NASH, 

Principal of Mount Vernon School. 




'^# 

^ 



RECOMMENDATIONS. 

The subscribers, Teachers of Free Schools in the 
City of New-York, having examiacd the plan of leach- 
ing elementary geography, proposed by Chnrles C. An- 
drews, are of opinion that it is well calcuiated to im- 
part to the minds of youth, a knowledge of the rudi- 
ments of Geography, with facility and pleasure ; and in 
Lancasterian Schools where the screnoe of Geography 
is considered a necessary branch of instruction, the 
Hydro-Geograpbic Map will fully answer the purpose 
of the inventor. 

LLOYD D. WINSOR, 

Teacher of Free School No. One, 
JOHN MISSING, 

Teacher of School No. Two, 
SHEPHERD JOHNSTON, 

Teacher of School No* Three, 
CHARLES PICTON, 

Teacher of School No. Four, 
S. WILLIAMS, 

Teacher of the Methodist Free School, 
DAN^EL LANGAN, 

Teacher of the Catholic Free School, 
JOHN YOUNG, 

Teacher of the Episcopal Charity School, 
JAMES FORRESTER, 

Teacher of the Charity School of the R. D. p, 

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